Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning

In this paper, we argue for a new synthesis of two pedagogic theories: feminist pedagogy and transactional distance, which explain why and how distance education has been such a positive system for women in a national distance learning university. We illustrate this with examples of positive action initiatives for women. The concept of transactional distance allows us to explore distance as a form of psychological and communication space, not simply of geographical distance. Feminist pedagogy, on the other hand, has recognised the importance of gender in structuring disciplines as well as teaching strategies. Both theories implicitly position the face-to-face classroom as the ideal learning environment, with the implication that distance learning has to produce a deficient environment. We argue that the evidence for women does not support this and present examples of feminist distance learning provision that has offered successful technology-enhanced learning and educational opportunities.     

现代远程教育学习支持服务观探析

学习支持服务观是整个学习支持服务体系运行的准则和指导思想。根据目前学习支持服务理论发展,以及试点高校远程教育学习支持服务实践中存在的问题,提出学习支持服务是构建学习型社会的重要支撑,要探索符合远程教育特点的学习支持服务质量标准,充分发挥学习中心在学习支持服务中的重要作用,要树立以学生为中心、培养学生自主学习能力的学习支持服务观。     

远程学习者学习技能培养的意义与方法

远程教育中的学生支持分为两大类：一类是补救性学生支持，其中包括非学术性支持和学术性支持；另一类是发展性学生支持，主要指培养学生学习技能的活动。本重点阐述了培养远程学习学习技能的重要意义，以及培养学习学习技能的具体策略和方法。本包括五个部分：一、远程学习学习技能培养的意义；二、学习技能的内涵；三、远程学习过程中所需要的主要学习技能；四、学习技能的培养方法；五、学习技能培养的原则。作希望，借本能够呼吁远程教育机构重视远程学习学习技能的培养，同时能够为一线辅导教师培养远程学习学习技能提供具体策略和方法的参考。     

培养远程学习者学习策略的教学思考

远程开放教育的办学模式和远程学习者的自主学习特征,决定了远程学习者比普通学生掌握和运用学习策略提高学习效率、学习质量更具有特殊性和重要性.在基于远程开放教育学习者的学习特征分析基础上,本文认为对学习策略的伞程指导应该成为学生学习服务支持体系的重要因素,提出把<学习策略>作为一门必修课程纳入课程计划,转变教师教学观念、提高教师策略教学素质,构建多维、立体的学习策略教学和辅导模式,引导、鼓励学生自主生成学习策略等教学思路.     

远程学习支持新发展与知识工程

随着网络等双向通信技术在远程教育中的应用，交互逐渐成为远程学习的重要因素，这种变化使得原来以支持独立学习为主的学习支持难以满足远程学习的需求，实践发展需要一种具有智能性和交互性特征的，支持交互、协作和社区化的学习支持，因此，这就需要借鉴和吸收其他学科的理论和方法。知识工程是源于专家系统而形成的一门研究人类智能及人类知识的机理，以及如何用机器模拟人的智能并促进人类知识发展的学科，该领域的研究为学习支持在交互和智能化方面的研究提供了重要的技术和方法基础。因此，本提出远程学习支持的新特征和关键研究领域，并重点探讨了知识工程有关领域在支持未来远程学习支持相关技术的研究和开发方面的潜力。作希望本能够对远程学习支持的理论和研究提供新的视角。     

现代远程教育中学生支持的发展方向

本文的研究目的是从国际视角，概括和总结在新的教学环境中，学生学习支持的最新变化，其中包括以下几个方面：第一、术语和作用的变化；第二、学生支持的内容框架；第三、以学生为中心的学习环境的主要特征；第四、辅导教师角色和作用的变化。作者希望借本文与我国现代远程教育实践工作者，分享世界现代远程教育发展的趋势，同时为现代远程教育机构有效利用信息技术提高学生支持的水平提供理论参考。     

人本主义思想与远程学习支持服务体系构建

远程学习支持服务体系是远程教育系统最主要的两大子系统之一,远程学习支持服务体系的构建和运营是远程教育质量的重要保证。本文在阐述人本主义思想的主要观点和远程学习支持服务理论的基础上,分析了人本主义思想从明确远程学习支持服务目标、充实远程学习支持服务内容、改进远程学习支持服务方式和完善远程学习支持服务过程四个方面,对学习支持服务体系构建的价值以及对远程教育实践活动的指导意义。     

基于博客的现代远程高等教育学习支助服务体系的探讨

如何完善现代远程高等教育学习支助服务体系,保证远程学习质量一直是远程教育工作者关注的重要问题。通过分析现代远程高等教育学习支助服务体系存在的问题,以及博客应用于现代远程高等教育学习支助服务体系的优点,提出一种基于博客的现代远程高等教育学习支助服务体系的设计方案,无疑是完善现代远程高等教育学习支助服务体系的一种新的思路。     

远程教学环境中的教师角色分析

分析了在远程教学环境下,教学人员作为远程教学课程的设计者、课程传输活动的组织者、在线学习活动的促进者以及积极学习环境的合作创造者等角色及特征。为有效地履行这些角色,实现远程教学的成功,本文指出教学人员应对远程教学抱有积极态度和承诺,需掌握远程教学的基本技能和方法,教学机构需提供必要的支持和营造支持远程教育的氛围等措施。     

英国开放大学学习支持服务的经验研究与启示

英国开放大学是世界远程教育领域的旗帜和楷模,其学习支持服务是教学质量保证的重要环节,也是原创性最强且特色最鲜明的一种理念与实践,对国际远程教育领域学习支持服务的理论发展和实践探索起到了很强的引领和示范作用。它的学习支持服务特色体现在学习者优先理念、学习支持全面优质、完备的教学师资团队、智慧高效的信息技术和健全的质量评估保证五个方面。我国开放大学要建设具有新时代中国特色的一流开放大学,需引入先进的服务理念、提供完善的支持服务、加强学习支持服务团队建设、发挥信息技术的作用并建立全面的质量保证机制。     

Towards a Better Understanding of the Dynamic Role of the Distance Language Learner: Learner perceptions of personality,motivation, roles,and approaches

This study investigated the experience of learners enrolled on an Open University (UK) French course, and included personality factors, motivation, and tutor and student roles. The data gathered via multiple elicitation methods gave useful insights into issues of special relevance to distance language education, in particular the lack of fit between an inherently social discipline such as language learning and the distance context, whose main characterizing feature is remoteness from others. Motivation was seen to play a crucial role in success, along with tutor feedback, and personal responsibility for learning. Increased confidence and self‐regulation were beneficial outcomes of the process of learning at a distance, and numerous suggestions for learning approaches based on personal experience were offered for language learners new to distance learning. The study concluded that the task for distance practitioners is to build on the insights shown by learners themselves, in order to target support where it is most needed.     

Distance learning and interaction: Toward a virtual learning institution

This paper considers distance learning at all levels, learning that can occur anywhere. Most education today in schools, universities, and companies is dependent on students being at a particular location, such as a university. The major distance learning institutions today are in Europe, but the potential for this type of learning is great as we reach out to serve greater numbers of students. The following factors are critical in forming a distance learning institute today: the quality of learning provided to each student; whether courses work for very large numbers of students; and the cost per student hour, for both development and delivery. Many delivery technologies are possible today. We examine them from the standpoint of these factors. The conclusion is that highly interactive multimedia learning units, either CD ROMs or (in the near future) broadband networks, provide the best delivery system today for distance learning. The paper concludes with a brief review of strategies for developing the curriculum units needed to support distance learning.     

Distance education: The future of library and information services requirements

This paper considers the role of library support for distance learning activities at the University of Surrey, with specific reference to the MA in Linguistics (TESOL) and the MSc in English Language Teaching Management. These courses represent a major challenge to support services for distance learners, as the students have no face‐to‐facc contact with staff, and most of them live and work overseas. Firstly the courses are described as operating along a number of clines that define a distance learning operation, and the issue of resource support is considered. We then turn to the role of the library in supporting distance learning students, and consider the ways in which the role of the library in distance learning programs is expanding and changing to meet the challenges of the future. The specific example of the Distance Learners’ Information Service (DiLIS) of the George Edwards Library (GEL) is presented as an example of good practice.     

英国开放大学学习技能支持的研究及启示

在我国学习技能支持并未引起足够的重视,英国开放大学网站上对于学习者的学习技能支持值得借鉴和参考。英国开放大学学习技能支持的特点包括:注重基础,着眼于提高学生的素质和能力,关注技能掌握和心理情感,注重学生个性需求,重视引进新技术等。我国远程教育学习支持服务需要从注重学习技能支持服务,充分发挥作业功能和效用及改变评价方式等方面进行完善。     

Students' accounts of the need for continuous support in a distance learning programme

This paper looks at a qualitative case study of distance learning at Universiti Utara Malaysia as described by a small group of distance learners as they progress through their courses at the institution. It concerns the learners – it is their story, their experience, their perspective. In particular, this thematic report looks at learning support in distance learning as it surfaced as one of the central findings of this research. This is an issue that arose from discussions with the students, rather than being predetermined by the research design. Conclusions have been drawn regarding the role of learning support to facilitate distance learning at Universiti Utara Malaysia. The concept of need and support is important as it relates to the different requirements from support into action that enables the learners to connect with their teachers, the course content and with other learners.     

基于网络的学习支持服务实证研究

作为远程教育的重要过程因素,学习支持服务是自主学习的基本保障。本文报告了作者在开放教育试点专升本英语专业课程辅导中实施学习支持服务的行动研究。研究结果表明,开展基于网络的“四导多互动”支持服务对学生的自主学习具有明显的促进作用,其做法对其他学科辅导教学有一定的借鉴意义。文章最后介绍了作者对完善远程教育学习支持服务的思考和建议。     

Rethinking Learner Support: The challenge of collaborative online learning

The use of computer-mediated communication (CMC) as an integral part of the design of distance taught courses raises interesting challenges to our thinking about course design and learner support. These have typically been conceptualised as two complementary but distinct systems in distance education, characterised by different practices often carried out by different groups of staff. Where CMC is designed as an integral part of the course, with collaborative learning as essential to assessment and study, this separation breaks down. The design of online activities is integral to both learner support and the course content, with new possibilities for open and distance learning as a result. Where the learning group itself is a resource for study and personal development, it also becomes feasible to orientate courses and programmes towards local teams and communities. Online tutors play a key role and need to develop 'the technology of conversation' and expertise in the design of activities, as part of their facilitator role.     

Exploring the tactfulness of implementing play in the classroom: a Hong Kong experience

‘Learning through play’ in early childhood education is widely advocated, but studies show that play is not easily enacted in classrooms. The quality of learning through play has been questioned in various countries, especially when learning outcomes are a global concern. This paper examines how one teacher implemented learning through play within a formal and didactic Hong Kong pre-school classroom. Following this real-life adaptation of the play pedagogy, this paper aims to illuminate the practical theories of linking play with learning in the classroom. The findings support the adoption of ‘play’ in young children's learning and reveal tactful ways in which a teacher can encourage the evolving ‘flow’ of children's play while simultaneously scaffolding their learning. The paper analyses the tact involved in the above process and suggests key dimensions for realizing ‘learning through play’ in the classroom.     

Study on Distance Learning Support Services Strategy Based on Effective Interaction

Achieving effective interaction can the students get good learning results,and enhance the quality of distance learning.The paper firstly analyzes the research on distance learning support services and the problems of distance learning interaction in order to clarify the significance of implementing effective interaction.Then it puts forward the learning support services strategies based on effective interaction,which means to promote distance learning interaction and enhance the students'self-learning ability.     

谈对远程教育学习支持服务内涵的认识

远程教育学习支持服务是远程教育区别于传统教育的基本特征，远程教育通过恰当而完善的学习支持服务解决师生准分离的实际情况，帮助学生克服学习过程中的障碍，顺利完成学业。本文从实践和理论两个层面对学习支持服务的内涵进行了客观分析，探讨了词语来源、实践需求、文献使用、思想发展等方面，以新的视角形成了对学习支持服务内涵的理解。